A transnational model of virtual exchange for global citizenship education

AbstractVirtual exchange is a well-known pedagogical approach in foreign language (FL) education which involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This paper begins by reviewing e-tandem and telecollaborative approaches to virtual exchange which are currently being used extensively in FL education and presents two case studies which illustrate the common learning outcomes and limitations of such approaches. I then propose an alternative model of virtual exchange which maintains many of the key characteristics of earlier approaches but which incorporates the principles of global citizenship education and which moves away from bilingual–bicultural approaches. I conclude by outlining the main characteristics of this model and presenting some examples of how this approach could be put into practice.

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Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres

Policy Futures in Education ◽

10.1177/1478210319825517 ◽

2019 ◽

Vol 17 (6) ◽

pp. 745-760 ◽

Cited By ~ 1

Author(s):

Emiliano Bosio ◽

Carlos Alberto Torres

Keyword(s):

Citizenship Education ◽

Common Good ◽

Global Citizenship ◽

Educational Theory ◽

Global Citizenship Education ◽

The Common Good ◽

The Common

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Organizational and pedagogical conditions for global citizenship education in the process of foreign language teaching of bachelors in humanities

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-190-42-52 ◽

2021 ◽

pp. 42-52

Author(s):

Olga M. Sherekhova

Keyword(s):

Foreign Language ◽

Citizenship Education ◽

Global Education ◽

Global Citizenship ◽

Language Education ◽

Foreign Language Education ◽

Successful Implementation ◽

Innovative Teaching ◽

Global Citizenship Education ◽

Global Challenges

Since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012 global citizenship education including the formation of the younger generation’s readiness to live in a “universal world” has been one of the modern education priorities. Having analyzed scientific research in the field of global citizenship, the international experience of global citizenship education, as well as the current situation in the world, we substantiate the need for the global citizenship formation among university students. We define the organizational and peda-gogical conditions for the global citizenship education of bachelors of humanities in the foreign language education process. We believe that for the successful implementation of this goal, the teacher must be aware of the need for global citizenship education, possess knowledge related to the phenomenon of global citizenship, which will allow him/her to effectively manage the learning process and interact with students. It is also very important to create the environment that provides an atmosphere of cooperation, active behavior, and broad scope for initiative, where intersubjective relationships based on mutual respect, mutual trust, and acceptance of each other as values are of primary importance. We describe the experience of integrating the course “Facing Global Challenges” into the process of foreign language education. It provides an understanding of global governance structures, the Sustainable Development Goals, the importance of the connection between global, national and local systems and processes. It has been proved that systematic use of innovative teaching methods will contribute to the development of students’ global thinking, the development of skills, values and attitudes necessary for active interaction in solving global challenges to humanity.

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